Final Report Pilot Project - Relaciones Internacionales de la ...

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Content PART ONE Preliminary Remarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00 Aims and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00 Line 1: Generic Competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00 Line 2: Subject Specific Competences . . . . . . . . . . . . . . . . . . . . . . . . . . . 00 Line 3: New Perspectives on ECTS as a Transfer and Accumulation System 00 Line 4: Approaches to Teaching and Learning, Assessment and Performance and Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00 Flow Chart - The Tuning Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00 General Conclusions and Recommendations . . . . . . . . . . . . . . . . . . . . . . 00 PART TWO Line 1: Generic Competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00 Tuning Members: Learning Outcomes: Competences . . . . . . . . . . . . 00 Line 2: Subject Specific Competences . . . . . . . . . . . . . . . . . . . . . . . . 00 Business Subject Area Group: Subject Related Competences . . . . . . . 00 Chemistry Subject Area Group: The Chemistry «Eurobachelor» . . . . . 00 Education Sciences Subject Area Group: Subject-Specific Competences Geology Subject Area Group: General Characteristics of a «European 00 Core Curriculum» in Earth Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . History Subject Area Group: Common Reference Points for History 00 Curricula and Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mathematics Subject Area Group: Towards a Common Framework for 00 Mathematics Degrees in Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00 15
Physics Subject Area Group: The Academics’ Evaluation of the Specific Competences and Operational Definitions of the Core Contents . . . . 00 Line 3: New Perspectives on ECTS as an Accumulation and Transfer System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00 Management Committee. Principles of a Pan-European Credit Accumulation Framework: Good Practice Guidelines . . . . . . . . . . . . . . . . . . . 00 Management Committee. Educational Structures, Learning Outcomes, Workload and the Calculation of ECTS Credits . . . . . . . . . . . . . . . . . . 00 Management Committee. The Length of Higher Education Degree Programmes in Europe: Contribution to the Debate by the Tuning Project . . . 00 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00 WWW Goldmine: an overview of relevant Websites . . . . . . . . . . . . 00 Appendix I: Questionnaires used . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00 Generic Competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00 Subject Specific Competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00 Appendix II: Length of Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 00 16
Page 1 and 2: Final Report Pilot Project - Phase
Page 4 and 5: Tuning Educational Structures in Eu
Page 6 and 7: List of Participants Joint General
Page 8 and 9: —Universität Göttingen - Matthi
Page 10 and 11: —Universitá degli Studi di Bolog
Page 12 and 13: Map of the Tuning Member Institutio
Page 16: PART ONE
Page 19 and 20: generous financial support but also
Page 21 and 22: Transfer and Accumulation System (E
Page 23 and 24: By learning outcomes we mean the se
Page 25 and 26: —To create European networks able
Page 27 and 28: The provision of reference points a
Page 29 and 30: transmission of knowledge. Elements
Page 31 and 32: enhancement of mobility, not only o
Page 33 and 34: of a second language, ability to co
Page 35 and 36: —show understanding and implement
Page 37 and 38: study. As part of this phase each o
Page 39 and 40: does not imply that it is not possi
Page 41 and 42: academics the opportunity to exchan
Page 43 and 44: elationship between educational str
Page 45 and 46: —ECTS as a Europe-wide accumulati
Page 47 and 48: outside the framework of a programm
Page 49 and 50: If the aims of Universities come to
Page 52 and 53: General Conclusions and Recommendat
Page 54: subject areas. Because of these rea
Page 58: LINE 1 Generic Competences
Page 61 and 62: consultations are important. It fur
Page 63 and 64: organization of learning. Each of t
Page 65 and 66:
In fact, the relationship between r
Page 67 and 68:
5.1. The objectives The objectives
Page 69 and 70:
eformulation, these general skills
Page 71 and 72:
In April, 2001 a draft of the first
Page 73 and 74:
74 —Questionnaire for Graduates:
Page 75 and 76:
I M P O R T A N C E Concentration +
Page 77 and 78:
The aim of both questionnaires was,
Page 79 and 80:
error of any estimate produced. The
Page 81 and 82:
all items were again calculated usi
Page 83 and 84:
Graduates Employers Label Descripti
Page 85 and 86:
ACADEMICS The academics were asked
Page 87 and 88:
The most striking difference is tha
Page 89 and 90:
skills in the definition and develo
Page 91 and 92:
92 subject-related competences for
Page 93 and 94:
—However, in relation to the issu
Page 95 and 96:
GOLDSTEIN, H. and SPIEGELHALTER, D.
Page 97 and 98:
THE QUALITY ASSURANCE AGENCY FOR HI
Page 100 and 101:
Business Subject Area Group: Subjec
Page 102 and 103:
Knowledge Acquisition and Widening
Page 104 and 105:
Module Cycle First First Second Sec
Page 106 and 107:
Module Cycle First First Second Sec
Page 108 and 109:
Examples Modules: Knowledge deepeni
Page 110 and 111:
Chemistry Subject Area Group: The C
Page 112 and 113:
It must be made clear at the outset
Page 114 and 115:
—The structural features of chemi
Page 116 and 117:
probably requiring 15 credits. Thus
Page 118 and 119:
large proportion of his studies on
Page 120 and 121:
Attainment Level a (highest): —Kn
Page 122:
the framework necessary to provide
Page 125 and 126:
A second preliminary remark will re
Page 127 and 128:
—teaching/learning material, and
Page 129 and 130:
Against this background and followi
Page 131 and 132:
Despite the many differences specif
Page 133 and 134:
As regards secondary level teacher
Page 135 and 136:
and/or modules that could meet the
Page 137 and 138:
The only possible aim to agree on a
Page 139 and 140:
2. Programmes, knowledge and skills
Page 141 and 142:
investigations for civil engineerin
Page 143 and 144:
—collecting, recording and analys
Page 145 and 146:
4. Performance levels In this secti
Page 147 and 148:
eceive a History degree. (In some c
Page 149 and 150:
—The group underlines particularl
Page 151 and 152:
obvious that the first principle is
Page 153 and 154:
or broader world history. Mapping t
Page 155 and 156:
ANNEX 1 Proposed Formulation in gen
Page 157 and 158:
ANNEX 2 List of Subject Specific Sk
Page 160 and 161:
Mathematics Subject Area Group: Tow
Page 162 and 163:
a) He/she will be legally recognise
Page 164 and 165:
—a list of contents; —a list of
Page 166 and 167:
knowledge will commonly be designed
Page 168:
5. A common framework and the Bolog
Page 171 and 172:
Physics Network. They relied on som
Page 173 and 174:
The rating values can be ordered in
Page 175 and 176:
Table 3 Competences ordered by impo
Page 177 and 178:
attitude is confirmed by the result
Page 179 and 180:
Table 4 Competences ordered by «ga
Page 181 and 182:
oth physics degrees. It is a kind o
Page 183 and 184:
2 puzzling aspects, related to some
Page 185 and 186:
elow), the final year thesis work,
Page 187 and 188:
connection, the Socrates Thematic N
Page 189 and 190:
Of course the core content can be f
Page 191 and 192:
192 Table 2 Correspondence between
Page 193 and 194:
Some further clarifying remarks are
Page 195 and 196:
The main point here is that the com
Page 197 and 198:
In Fig. 3 we present the common cre
Page 199 and 200:
FIRST CYCLE (BACHELORS) FIRST and S
Page 201 and 202:
ANNEX II The Common Core Content of
Page 203 and 204:
BASIC UNITS UNITS CHARACTERISING TH
Page 205 and 206:
A first general remark concerns the
Page 207 and 208:
involved cycle. These latter number
Page 209 and 210:
enough there are no great differenc
Page 212:
Line 3 New Perspectives on ECTS as
Page 215 and 216:
functions, is necessary. Together w
Page 217 and 218:
—Allow transference with other no
Page 219 and 220:
statements that provide a general g
Page 221 and 222:
PRAGUE COMMUNIQUÉ (2001). Prague C
Page 223 and 224:
224 importance of a subject or the
Page 225 and 226:
0. Introduction This paper aims to
Page 227 and 228:
1.2. Relative and absolute value of
Page 229 and 230:
e included in their own degree prog
Page 231 and 232:
misunderstanding occurred about the
Page 233 and 234:
The subject related theoretical and
Page 235 and 236:
In any kind of system, modular or n
Page 237 and 238:
pre-condition for such a European w
Page 239 and 240:
learning time is the number of hour
Page 241 and 242:
25 to 30 hours of student workload.
Page 243 and 244:
from institution to institution and
Page 245 and 246:
for today’s student. It implies t
Page 247 and 248:
the Tuning project that if the next
Page 249 and 250:
—The difference in terms of the t
Page 252:
Glossary, WWW Goldmine and Appendix
Page 255 and 256:
Comprehensive exam ASSESSMENT of th
Page 257 and 258:
THESIS. It is generally referred to
Page 259 and 260:
Mark Any numerical or qualitative s
Page 261 and 262:
Workload All learning activities re
Page 263 and 264:
— European Network for Quality As
Page 265 and 266:
— Big Business und Big Bang. Beru
Page 267 and 268:
Newsletter — Education and Cultur
Page 270:
Appendix I Questionnaires used
Page 273 and 274:
6. Do you feel that the education y
Page 275 and 276:
Level to which Skill/Competence Imp
Page 277 and 278:
Questionnaire for academics Ranking
Page 279 and 280:
Business Questionnaire for academic
Page 281 and 282:
Chemistry Questionnaire for academi
Page 283 and 284:
Specific Competences 26. Study skil
Page 285 and 286:
Specific Competences Importance Imp
Page 287 and 288:
Specific Competences 14. Receiving
Page 289 and 290:
Specific Competences 34. Ability to
Page 291 and 292:
Mathematics Questionnaire for acade
Page 293 and 294:
Physics Questionnaire for academics
Page 295 and 296:
Specific Competences 55. Be able to
Page 298:
Appendix II Length of Studies
Page 301 and 302:
Length in terms of Set up of progra
Page 303 and 304:
Page 305 and 306:
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
Page 315 and 316:
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